ch04

Psychology in Action

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Brain-Based Learning Activity 4.5 – Distance Cues Bring in a good quality copy of an Escher drawing or go on-line to pictures such as Applying the ideas from the section on “Monocular Cues”, have the students detect through what cues the artist is misleading the eye of the beholder into interpreting impossible shapes, such as stairs that keep going up only to return to the same space. If this is difficult have the students look at the picture from an unusual perspective (upside down, on edge, etc.) and again search the image for cues. Brain-Based Learning Activity 4.6 – Camouflage Art Instructor’s Resource Guide                              Chapter 4                                            Page   140                                                                            
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A great way to interest students in how the brain organizes unconnected dots into meaningful images is to study the art of Bev Doolittle. Each of her paintings is a visual puzzle that unfolds as you spend time looking past the “camouflage”. The students really enjoy going on a visual “scavenger hunt”. After two or three examples they become aware of how pre-wired their brains are to seek and find meaningful patterns. Because of the details required to make the effect work, computer pictures are not ideal unless you have a high quality computer set-up. Although her work is widely available on the web, many sites do not show the pictures in sufficient detail. I recommend bringing in a book of her artwork or one of her prints. Pintos – Most people can see at least some of the horses. Have the students count how many they spot. Chances are, not every one will detect all of the hidden horses without help. Doubled Back – The brain naturally follows the tracks in the snow up into the hills. Does everyone see the bear hiding on the left? Forest has Eyes – This is the most complicated picture of the three. Challenge the students to a competition to find the many hidden faces in this picture. Instructor’s Resource Guide                              Chapter 4                                            Page   141                                                                            
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C ritical T hinking Critical Thinking Exercise 4.1 - Empathizing (An Affective Skill) In Chapter 4 you read about Helen Keller, an extraordinary woman who was blind from birth. The following exercise will improve your ability to empathize a bit with her and other visually handicapped people you might know. As you might read in the text, non-critical thinkers view everything and everyone else in relationship to themselves. They fail to understand or appreciate another's thoughts, feelings, or behaviors, as critical thinkers do.
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